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ndustrial and Homemaking 
Subjects for Girls 



TREVA E KAUFFMAN 

— and — 

OAKLEY FURNEY 



1? 



THE ORGANIZATION AND TEACHING OF 

INDUSTRIAL AND HOMEMAKING SUBJECTS 

IN [PART-TIME OR CONTINUATION SCHOOLS 



TREVA E. KAUFFMAN 

Specialist in Home Economics Education 
New York State Education Department 

AND 

OAKLEY FURNEY 

Specialist in Part-Time Education 
New York State Education Department 



Published By 

C. F. Williams &. Son, Inc. 

Albany, N. Y. 



CREDIT. 

In presenting this monograph the authors wish to 
give due credit for valuable suggestions, material and 
criticisms to — — 

Miss Adelaide Baylor 

Federal Board {or Vocational Education 
Washington, D. C. 

C. L. Kulp 

Director of Industrial Arts 

Ithaca, N. Y. 



Copyright, 1922 
Fred A. Williams 

JU. 121922 

I.AK74S92 



s 

THE ORGANIZATION AND TEACHING OF INDUSTRIAL AND 
HOMEMAKING SUBJECTS FOR GIRLS IN PART- 
TIME OR CONTINUATION SCHOOLS 

The Problem 

There is a social, economic and educational justification for part-time 
or continuation schools of compulsory character operated for the benefit 
of employed youths. It remains the problem however for those engaged 
in the work of organizing and of teaching in such schools.to so plan instruc- 
tion and instructional material that the purposes of this new educational 
institution may be realized. 

The courses which by common consent seem to be essential to the satis- 
factory accomplishment of the aims and objectives of the program are as 
follows : 

1 industrial courses for boys 

2 commercial courses for boys and girls 

3 industrial courses for girls 

4 homemaking courses for girls 

5 agricultural courses 

6 general continuation courses 

This monograph is concerned primarily with the organization and teach- 
ing of industrial and homemaking courses for girls. 

Occupational Courses for Girls 

The greatest contribution which the part-time school can make to the 
needs of employed girls is in terms of occupational training. It is obvious 
that such training should be closely related to the occupations in which 
girls and women are engaged. Consequently in the planning of courses 
due consideration must be given to (1) the immediate needs of employed 
girls from the standpoint of work and wage earning and (2) the future needs 
of such girls. That is, the instruction must be adjusted to help them in 
their present occupations and to guide them towards and prepare them for 
possible future occupations of desirable character. 

It is not difficult to determine the occupations in which girls and women 
are engaged. The United States Census report for 1920 shows the follow- 
ing to be the principal occupations in which they are engaged in the State 
of New York. The same sort of facts can be ascertained for any community 
by the making of a simple survey of the place, and for many communities 
may be obtained directly from the census report. 



Principal Occupations of Females 10 Years of Age and Over Gainfully 
Employed in the State of New York in 1920 (and 1910) 



1920 1910 

All occupations 1,135,246 983,686 

Actors and show men 5,635 4,432 

Agents and collectors 2,242 983 

Artists, sculptors and teachers of art 3,483 2,827 

Barbers, hairdressers and manicurists 5,080 5,049 

Bookeepers, cashiers and accountants 60,424 33,603 

Clerks, except clerks in stores 95,208 27,191 

Clerks in stores 21,050 16,757 

Compositors, linotypers and typesetters 1,305 1,426 

Designers, draftsmen and inventors 3,161 1,326 

Dressmakers, seamstresses (not in factories)... . 37,849 68,082 

Farmers — general farms 4,693 6,187 

Farm laborers (home or working out) 1,720 4,444 

Foreman and overseers, manufacturers 7,060 5,095 

Housekeepers- and stewards 23,799 20,648 

Janitors and sextons 10,460 19,988 

Laborers, porters and helpers in stores 1,198 859 

Launderers and laundresses (not in laundries) . . 20,574 32,465 

Managers and superintendents, manufacturing. . 1,151 359 

Manufacturers and officials 1,698 1,125 

Messengers, bundle and office girls 1,993 3,128 

Midwives and nurses {not trained) 20,811 19,539 

Musicians and teachers of music 9,547 10,814 

Restaurant keepers 1,606 1,066 

Retail dealers 11,689 11,726 

Saleswomen 44,273 41,287 

Semiskilled operatives, cigar and tobacco 

factories 9,036 11,786 

Semiskilled operatives, knitting mills 14,828 not available 

Semiskilled operatives, printing and publishing. 8,991 8,722 
Semiskilled operatives, shirt, collar and cuff 

factories 17,919 not available 

Semiskilled operatives, shoe factories 8,734 5,460 

Semiskilled operatives, suit, cloak, coats and 

overall factories 18,089 not available 

Servants and waiters 151,456 198,970 

Stenographers and typists 103,721 49,281 

Tailors and tailoresses 7,611 11,254 

Teachers, school 63,637 50,793 

Telephone operators 29,004 12,154 

Trained nurses 21,915 12,877 

It is fair to assume that 90 percent of all women marry and so become 

homemakers, or in some sense responsible in part for the conduct of a home. 

In view of the above facts any program planned for a community which 

had an occupational distribution similar to that revealed by the above 

grouping of the employed women in the State of New York which did not 
provide courses related to the indicated occupations would hardly be 
effective. 



Some of the industrial and homemaking courses which should be provided 
to meet the needs of women in the State of New York are as follows: 

1 Homemaking 

2 Hair dressing and manicuring 

3 Composition and typesetting 

4 Designing 

5 Foreman training 

6 Dressmaking 

7 Housekeeping and management 

8 Janitorial work 

9 Laundrying — home 

10 Textile work — knitting mills 

11 Printing and publishing 

12 Shoe making 

13 Suit, cloak, coat and overall making 

14 Serving and waiting 

15 Tailoring 

Also in view of the traditional types of work in which women are engaged 
and the large number of girls and women employed in certain occupations 
not appearing in the census enumeration given above, it would seem proper 
to suggest as well the inclusion of the three following courses: 

1 Millinery 

2 Course for housemaids or household assistants 

3 Course for nurse girls 

While the occupational distribution of women will vary in various com- 
munities conclusions similar to the above can be drawn from a consideration 
of the occupation statistics relative to women for that community. 

Objectives of Courses 

The objectives of courses in industrial and homemaking subjects are 
well recognized and defined. They are as follows: 

1 Homemaking 

a To meet the individual needs of girls in terms of personal 
improvement, to the end that they may be better and more 
efficient workers. (Courses having this particular objective 
would probably be planned for the younger girls or for girls 
taking homemaking at the same time that they are taking 
industrial or commercial courses). 

b To meet the needs of girls as members of the family group. 
(Courses having this particular objective would serve girls 
who are at home and without outside remunerative employ- 
ment but acting as assistants in the home work, or girls 
who are working in homes other than their own). 

c To meet the needs of the girls as future homemakers. (Courses 
having this objective would probably be of more interest 
to the older girls or those anticipating marriage). 

2 Industrial Courses 

a To provide satisfactory vocational guidance instruction in 

terms of information relative to and of participation in 

occupational work. 
b To prepare the girl for advantageous entrance into the field 

of wage earning by providing for her suitable training in 

some selected occupation. 



c To equip the girl for progress and advancement in the type 
of work in which she is engaged. 
It is probable that nearly every course set up for girls should include 
some work in homemaking. Certainly every occupational course set up 
for girls should be supplemented by proper homemaking instruction which 
should have for its aim some one of the objectives which have been determined 
for such work. For example, girls taking a commercial course might devote 
three fourths of their time of attendance to practical commercial work and 
one fourth to homemaking. The same sort of program might be set up for 
girls taking industrial work. In view of the fact that all training for girls 
and women should include within its purview two major objectives (1) 
homemaking training and (2) occupational training, it is probable that all 
industrial, commercial and general continuation courses for girls should be 
supplemented by instruction in homemaking. 



Preliminary Steps 

Before occupational courses of any kind can be taught an analysis or 
inventory of the occupation must be made, a course of study formulated on 
the basis of the analysis, and unit lessons planned for the purpose of putting 
over the course of study, which lessons should also be organized in the form 
of unit instruction sheets that can be used to supplement and make more 
effective the teaching done by the instructor. 

Teachers of vocational home economics have already formulated analyses 
of the work and functions of the homemaker. These analyses include the 
following separate and distinct lines of vocational, social and economic 
activities: 

1 The care of the health of the family 

2 The selection, preparation and serving of food 

3 The care of the house and its equipment 

4 The selection and care of clothing and to some extent its construction 

5 The care and rearing of children 

6 Social and economic adjustment of the home 

Any plan for homemaking education in the part-time school must include 
the fundamentals of these six lines. 

The process of analyzing industrial occupations and organizing the 
courses of study will be considered later. 



Courses of Study in Homemaking 

The courses of study presented in this section are based upon proper 
analyses and have been formulated in view of the objectives set up for work 
in homemaking for girls in part-time schools. The first course presented 
has as its objective the personal inprovement of girls that they may be better 
and more efficient workers. This course includes the subject matter and 
practice which will help girls to be well and healthy, to look well, to act 
well, to spend the'ir money and time intelligently and to save a little money 
regularly. It will not be "cooking" and "sewing" but will be a well rounded 
course giving the girl the essential elements of homemaking which affect her 
everyday life as a worker, a member of a family and of the community. 



It is so planned that it will be valuable to all girls whether they marry or not, 
because there is a certain body of knowledge which all women need and use 
in their lives whether they marry or not. The girl who has this course 
should be a more satisfactory employee, a more useful citizen of the com- 
munity and a better member of her family. 

The course which is here outlined is not to be regarded as a fixed and 
rigid one. No one course would be practical for all groups of girls. The 
needs of the girls themselves and the needs of the community will deter- 
mine what should be added to this outline, what will be most stressed and 
what will receive least attention. 

While some of the subject matter has been separated from practice it is 
to be noted that some of it is directly related to practice. This is due to the 
fact that it is almost impossible to plan class room practice for such subjects 
as home life, courtesy, the teeth, the skin and selection of garments. It 
is therefore suggested that each teacher divide her homemaking period into 
two parts, one in which there will be group teaching of subject matter, and 
the other in which there will be actual practice. Undoubtedly all the girls 
will not be working on the same things at the same time in most lessons. 
It is well to set some time limit to the discussion period which under ordinary 
conditions should not exceed twenty minutes and which in many cases can 
be done in much less time, if the discussion is well planned. 

In order to teach such subjects as the selection of garments it will be 
necessary to have a number of actual garments for the girls to use. It is 
recommended that in these cases the teacher make connections with local 
stores which will gladly loan for a short time things which the school is not 
able to provide. 

The girls should bring their own garments to school to work upon and the 
successful teacher will be able to bring this about. However, it will be 
necessary for each teacher to have a supply on hand to provide for the girl 
who does not do so. In most communities such material may be secured 
through various institutions, as hospitals and orphanages. Such institu- 
tions are glad of the help they will receive through the schools and the 
school is thus provided with suitable problems for the girls without cost 
for materials. 

In planning the practice in this course teachers should keep in mind the 
girl's limited time and set up standards of work which are commensurate 
with the time she may legitimately spend. A reasonable standard, which 
the girl will be able to practice in her daily life, is more to be desired than 
perfection in detail. 



Courses of Study 



Information 

I Personal appearance 

1 Importance of appearance 

2 Study of the points which con- 
tribute to good appearance 

II The Skin 

1 Care 

2 Prevention and care of erup- 
tions 

3 Care of chapped, roughened 
skin 

4 Care in excessive perspiration 



III The Hair 

1 Daily care 

2 Styles of hair dressing; princi- 
ples underlying selection of 
becoming styles of hair dres- 
sing 

3 Occupational care — shampoo- 
ing; prevention and care of ped- 
iculosis ' 



Practice 

(Essential) 

1 Care and repair of clothing 
a Knitted underwear 

1 Mending 

2 Laundering 

b Muslin underwear 

c Stockings 

d Woolen skirts and dresses 

1 Brushing 

2 Stain removal 

3 Mending 

4 Cleaning of lining; shields 

5 Sponging 

6 Pressing 
e Waists 

1 Mending 

2 Laundering 
/ Gloves 

2 Planning of girl's clothing for 

one season 

3 Shampooing hair 

4 Manicuring nails 

5 Buying garments for self 

6 Preparation and serving of sim- 

ple meals such as the girl may 
prepare at home 



7 Planning of family meals 



IV The Nails 

1 Daily care 

2 Manicuring 

V The Teeth 

VI Clothing 

1 Study of appropriate clothing 

2 Study of small points in adjust- 
ment of clothing which tend to 
improve personal appearance 

3 Cleanliness and neatness 

4 Study of ordinary forms of 
ornamentation as jewelry, ear- 
rings, rouge and perfumes 

VII Conservation of Clothing 

1 Money value of her present 
clothing 

2 Study of ways in which length 
of service of clothing may be 
increased; proper care; use of 
protectors 

3 Possibilities of remodeling and 
renovating 

VIII Selection of clothing 

1 Simple laws of design applying 
to selection of clothing 

2 Amount of clothing actually re- 
quired 

3 Clothing cost and budget 

4 Making vs buying garments 

5 Important factors in selecting 
ready to wear clothing :-shoes, 
stockings, knitted and muslin 
underwear, corsets, dresses, 
waists, outer garments and hats 

6 Important factors in selecting 
ordinary materials 



8 Planning and packing a lunch 

box 

9 Planning and preparation for 

party 

10 Planning of bedroom equipment 

11 Care of bedroom 

12 Care of toilet articles 



(Other Suggested Material) 

A Preparation of simple diets, such 
as convalescent 

B Refreshing an old hat 

C Remodeling a waist or dress 

D Making of smock or waist 

E Making of simple dress 

F Refinishing bedroom furniture 

G Renovating corset 

II Putting winter clothing or bed- 
ding away for summer 

I Laundering of bedding, towels 
and bedroom furnishings 

/ Making of bedding, towels, wash 
cloths, curtains and similar 
articles for bedroom 

K Bandaging sprains 

L Care of cuts, bruises, burns and 
sprains 

M Preparation of gift for mother 

N Buying of any new equipment 
for school 



10 



IX Food 

1 Simple study of kinds of food 

2 Study of types of meals 

3 Rules for selection of food from 
menu 

4 Standards of cleanliness in 
handling food 

X Home life 

1 What is home? 

2 Individual responsibility and 
co-operation in family 

3 Responsibility of girl toward 
parents, brothers and sisters 

4 Opportunities to increase hap- 
. piness of family 

5 Hospitality — friends in the 
home 

XI Her room 

1 Study of air 

2 Study of order, care and equip- 
ment 



Note: Items 1 to 12 are essential. 
Items A to TV are suggestive of 
material which might be given 
dependent upon the needs of the 
group. 



3 Time required daily 

4 Study of ways of making it 
more attractive and the simple 
laws of design applying to 
home furnishing 

XII Her time 

1 Study of her time expenditures 
for 24 hours. What is she 
saving? 

2 Recreation and social life 



3 Time necessary at night to pre- 
pare for work of next day 

4 What can be done before going 
to work 



11 

XIII Her money 

1 Study of her expenses. What 
is she saving? 

2 Simple rules of budget mak- 
ing for the individual 

3 Family budget 

XIV Care of health 

1 Simple laws for keeping well 

2 Simple precautions against dis- 
ease at home and at work 

3 Simple remedies for headache 
and constipation 

4 Simple rules for care of sick 

5 Emergencies 

XV Courtesy 

1 Special customs governing or- 
dinary affairs of life 

2 Courtesy at home, at work, in 
public and to friends 

The second course presented has for its purpose the instruction of the 
girl as to her duties as a member of the family group that she may become 
a more worthy and helpful member. 

The approach in teaching such a course with such an aim can be succes- 
sfully determined only by a tactful and sympathetic teacher. The con- 
ditions under which these girls work and the homes in which they live must 
be discovered by the teacher. To study the girl with a real interest in her 
needs must be the constant thought of the teacher. Only through follow- 
up visiting to the place of employment and home may the purpose of the 
course be realized. A survey or general study made by the teacher of the 
places of employment of these girls, of their homes, of the community and 
of the recreational facilities will aid in this work. 

This course has been worked out in units. Each unit should be broken 
up into lessons and the teaching of the instructor may be supplemented 
by the use of unit instruction sheets. The subject matter has been set 
up on the project basis as this method of teaching offers the largest pos- 
sibilities in the way of development of interest, of meeting genuine needs 
and of presenting problems to be solved. Whenever this method is used 
it is essential that the teacher find real life problems, selected on the basis 
of school or community needs, for the pupils to solve. Very little class or 
individual instruction should be given. Interesting discussions should be 
developed with the various groups. 



12 



• 7 e i ho ^ emakl "g equipment such as is suggested in this monograph 
is used, the project method of teaching is easily carried out since the girls 
are organized into small groups, generally four or five in a group, and so 
can work out their plan. The groups should be organized by having the 
procedure which is to be used developed through discussions with the teacher 
after some reading and study of the subject. 

Since nearly all the girls have some specific home duties, it is possible 
to work these out as home projects. The teacher can supervise this work 
when making her follow up visits or through conferences with the girls at 
school. Home projects must meet real needs and should be built up around 
the home or occupational life of the girl 



13 

I Unit — Food for her family — 6 lessons 

Project — What should the girl know about the selection, preparation, 
marketing, planning and serving of food for the three daily meals which will 
enable her and her family to keep well and be properly nourished at a reason- 
able cost? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



The average American 
family and different 
members composing a 
family, their age and 
employment. Have each 
girl list the number of 
different people in her 
family and the wages 
and employment of each 

Food required from the 
nutrition standpoint. 
(Show food nutrition 
charts and have girls 
weigh and measure 
themselves and keep 
their own charts) 

How much food is re- 
quired for the family 
and cost? 

Where to buy food in 
grocery, market and 
other places 

Cost in comparison to 
nutrition 

Meals planning with 
reference to three meals 
a day in the home and 
outside 



Breakfast 
Lunch 
Dinner 
Supper 

Packing a lunch for 
work or school or picnic. 
Afternoon tea or re- 
freshments for a party 
or entertainment 



The marketing, plan- 
ing and serving of meals 
Care of kitchen and 
utensils 

Planning and packing of 
luncheon for father, 
mother or some other 
member of family 



Thanksgiving or some Planning the food for 
special dinner a younger brother or 

sister 
Visit to market or gro- 
cery store Keeping of food ac- 
count 
Practice in marketing 

for above meals if pos- Plan and serve a tea 
sible or refreshments for a 

party 

Setting of table with 
study of proper cover- 
ing such as tablecloth 
and runners. Proper 
arrangement of china 
and silver. Study of 
serving without help 



Serving 
manners 



and table 



Care of food in the home 



14 

II Unit — Clothing for the family — 6 lessons 

Project — What should the girl know about the selection, construction, 
remodeling, care and repair, cost of her clothing, and that of her family in 
order to dress more wisely, spend and choose more intelligently? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



What are the 
needs of each 

Her wardrobe 
undergarments, 
garments and 
ries. 

Average cost 



clothing Make a list of her own 
girl? needs and necessary pur- 

chases to be made to- 
such as gether with the things 
outer- on hand. Show the re- 
accesso- lation of this to the Family mending 
family needs 



Care and upkeep of own 
wardrobe, or that of 
any member of the 
family 



The girl's clothing needs 
in relation to needs of 
other members of the 
family 

Comparison of com- 
mercial appropriateness 
of dresses 

Design, color and appro- 
priatness of dress 



Care and repair 
family clothing 



of 



Renovate or remodel a 
garment, or make a new 
garment 

Millinery may be re- 
modeled or a simple new 
hat made 

Request a good milliner 
to give a talk and bring 
a number of hats for 
girls to see and try on 

Child's garment 

Laundering of a simple 
waist and stockings 

Removal of spots and 
stains from clothing 
(girl's or family gar- 
ments) 

Repair of clothing, 
mending and darning 
of girl's own garments 
or those belonging to 
other members of the 
family 

Visit to department 
store, if possible to pur- 
chase something 



Planning and buying of 
clothes for a younger 
member of the family 
or for self 

Laundering of clothing 

Care and upkeep of own 
wardrobe, or that of 
any member of her 
family 

Family mending 

Planning and buying of 
clothes for a younger 
member of the family 
or for self 

Laundering of clothing 

Plan making of some 
clothes for a younger 
member of the family 
or for self 

Planning and making 
of some Christmas gifts 



15 

III Unit — Shelter of family — 6 lessons 

Project — What should the girl know about proper living quarters in 
order that she and her family may be better housed from sanitary and 
aesthetic aspects? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



Selection of a place to 
live as room, apartment 
or house 

Its location in relation 
to employment and 
money of girl and her 
family 

Owning or renting 

Needs of the family 
group 

Sanitation of house 

Furnishing of each room 
to make home more 
beautiful 

Care of house, clean- 
ing, ventilation, heat- 
ing and lighting 



List number of rooms 
family will require. 
Work out problem of 
owning or renting a 
home 

Talk by real estate man 

List advantages of pre- 
sent location of home, 
or other locations 

Analyze neighborhoods 
according to sanitation, 
noise and public utili- 
ties such as streets, sew- 
ers, water, light and 
protection 

Have a plumber talk 
on simple sanitation 
topics such as running 
water, sewerage, sinks, 
toilets and baths; sup- 
plement with a talk by 
a good homemaker who 
has solved these dif- 
ficulties 



Redecorate or furnish 
girl's own room, or any 
room, or any room of 
the house 

Plan and purchase cur- 
tain materials for var- 
ious rooms. 

Plan and purchase 
china, linen, silver, or 
glass for the home. 

Select a room or apart- 
ment for a house in 
which the girl and her 
family may live. (This 
is possible if the girl 
or family should move). 

Care of a girl's own 
room or any other room 

Ventilation of house and 
sleeping quarters 



Plan to visit stores and 
see furnishings; if pos- 
sible furnish a room at 
school 



16 

IV Unit — Health of family — 5 lessons 

Project — What should the girl know about the general rules of health, 
the simple principles of home nursing and first aid in order to keep herself 
well and to help her family? 

Have a Red Cross nurse demonstrate simple treatments for diseases and 
the care of a patient; also first aid remedies and something on care of babies 
and children. 

Have a kindergarten teacher give a talk and demonstration on the train- 
ing of children. 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



Importance of keeping 
well 

Factors influencing 
health such as food, 
clothing, bathing, care 
of teeth, hair and skin 

Community health 

Simple but fundamental 
principals of home nurs- 
ing and first aid 

Physical care and train- 
ing of children 



Show food charts and 
charts giving food re- 
quirements for persons 
of different weights 

Show proper kind of 
clothing to wear in order 
to maintain health 

List all public agencies 
such as schools, boards 
of health, street clean- 
ing department, fire de- 
partment and hospitals 
which have to do with 
the health and protec- 
tion of the family, 



Have girl try out rules 
of health for a month 
and see results on self 

Plan and supervise the 
diet of a member of 
family who is ill 

First aid remedies 



17 

V Unit — Budgeting the family income — 5 lessons 

Project — What should the girl know about the amount of money necessary 
in order to meet her various needs such as food, clothing, shelter, carfare, 
recreation, savings, vacation and illness, and the relation of her needs to 
those of her family? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



Have girls discuss pro- 
blems relating to expen- 
diture of money for indi- 
vidual and family needs. 



Have girls list things 
their money is spent for. 

Use charts to show divi- 
sion of income. 

Take definite income of 
working girls and divide 
it; do the same with the 
family income. 



Keep a personal account 
or a good account of the 
family or the whole 
budget. 

Develop personal or 
family budget. 



Have a talk given by a 
banker on savings ac- 
counts. Visit a bank. 



18 

VI Unit — Time and recreation of her family — 5 lessons 

Project — What should the girl know about planning her time and that of 
her family in order that they may all have profitable recreation along the 
lines of education and pleasure? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects. 



Systematic planning of 
the work of the girl. 

Labor saving appliances. 

Wholesome and educa- 
tional recreation in a 
community through 
reading, visits to library, 
music, concerts, movies, 
parks, beaches, dancing 
and dance-halls. 

Gymnasium and ath- 
letics. 



Show a chart or have 
girls make one of how 
24 hours are spent both 
by the girl and her 
family. 

Show how each member 
of the family could be 
helped in the perfor- 
mance of their home 
duties by the girl. 

Demonstrate some labor 
saving appliance. 

List the wholesome and 
educational opportuni- 
ties for recreation in the 
community. 



Plan to carry out a 
schedule for her work 
for a week. 

Test out a labor saving 
appliance. 

Plan and carry out a 
recreation program for 
a week or a month. 

Plan a vacation for self 
and the family. 



Plan and go on a picnic, 
or have a party, or visit 
a library, music hall or 
college. 



19 

VII Unit — Home life of her family — 5 lessons 

Project — What should the girl know about her part in maintaining home 
life, that is hospitality, mutual helpfulness and co-operation with her family, 
and the relation of her home to the community? 



Discussion 



School Project 
and Practice 



Home Work which can 

be developed into 

Home Projects 



Difference between a 
house and a home. 

Proper standards and 
how to maintain them. 

What constitutes an en- 
joyable home? 

Arrangement of home 
duties so as to have 
time and place for read- 
ing and for entertain- 
ment of the family and 
guests. 



Show pictures of prim- 
itive homes and of 
homes today. 

Show the difference be- 
tween a real home and 
and simply living 
or boarding. 

Collect good books and 
read some in class. 

Play some choice records 
on the victrola. 

Plan some entertain- 
ment for the home either 
for children or friends, 
such as a tea or party. 



Plan and carry out some 
home entertainment. 

Introduce into the home 
some new books, maga- 
zines or music. Have 
a home entertainment 
such as a party, dinner 
or mother's or girl's 
club meeting. 

Plan some recreation for 
the family outside of the 
home such as a picnic, a 
visit to a library, an art 
gallery, museum, school 
or college, a water trip 
or a hike. 



20 

Housing and Equipment for Part-time Classes in Homemaking. 

The teaching of homemaking in a practical way so that it will function 
in the life of the girl demands that the place in which the instruction is 
given approach as nearly as possible desirable home conditions. A house 
of average size is the most satisfactory place in which to give homemaking 
instruction. Other plans which have been followed are (1) building an apart- 
ment in the school (2) partitioning off one large room into the various 
rooms of the house by setting up temporary movable partitions (3) arrang- 
ing the furnishings of the house in one large room in such a way that the 
various rooms are simulated but using no partitions. This last plan is a 
good one where all the instruction must be given by one teacher. 

In furnishing any of the above places, the home idea should be kept in 
mind. The simplest home furnishing for the various rooms should be used. 
The following rooms are suggested in order to teach the work successfully — 
kitchen, clothing room, dining room, bed room, living room. In the begin- 
ning it will be necessary to furnish the kitchen and the clothing room. Other 
rooms may be furnished as the work develops, and the furnishing of these 
rooms will afford an excellent opportunity for carrying out good instruction 
in homemaking. 

The following is not a complete equipment list but is a very suggestive 
one: 

1 Kitchen : 

1 cupboard, 2 kitchen tables, 1 range with oven (same fuel as is used in 
the community), 1 sink with drainboard, hot and cold running water, 

1 laundry tub, 1 refrigerator, 1 garbage can, 1 broom and 1 dust pan. 
Family size kitchen utensils such as dishpans, saucepans, mixing bowls, 
measuring cup, kettles, double boiler, pie pans, flour sifter, egg beater, food 
chopper, colander, bread pan, can opener, salt and pepper containers, 
knives, forks, spoons and jars for supplies, towels, dishcloths, floor cloths, 
dust cloths, dish towels and floor mops. 

2 Clothing Room: 

Sewing tables 3' x 6' and 30" to 31 " high, sewing machines (one for every 
four or five girls), chairs — height 14" to 16", mirror for fitting, locker case 
or cupboard for storage of materials and unfinished garments, screen, cut- 
ting tables (32" high is desirable), ironing boards. 

3 Dining Room: 

Dining room table, chairs, 1 small serving table, simple dinner set, silver 
(plated knives, forks and spoons), linen (may be table cloth and napkins, 
or simple luncheon set, or runners made by class) and table felt. 

The dining room table may be bought at second hand store and refinished 
by the girls as a home furnishing problem. 

4 Bath Room : 

Ordinary fixtures — tub, bowl, seat and towels. 

5 Bedroom : 

Bed and springs, mattress, sheets, blankets, spread, pillows, pillow cases, 
dresser or table and mirror, chair, rugs, curtains and cover for dresser. 



21 

6 Living Room : 

(This room may be combined with the clothing room if no other is avail- 
able.) One large rug or several small ones, simple chairs, table, pictures, 
curtains and possibly a writing desk and book cases. Provision must be 
made for hanging of coats and wraps of girls. If there is a hall in the house, 
this may be utilized for such a purpose. A movable blackboard should be 
provided. It is recommended that the maximum number of girls in a 
group be fifteen. If a house is selected as the place in which to give the 
instruction the redecoration of walls and the refinishing of floors should be 
left to the class as a problem to be worked out. The group should select 
the floor coverings, curtains and other furnishings. Furniture of good 
design may be bought from a second hand store and refinished by the class 
thereby affording a practical problem and lowering costs. If one room a 
year is furnished only a small investment needs to be made each year for 
equipment. 

The old type laboratory equipment such as the laboratory table and 
individual stoves arranged in hollow square, or in any other arrangement, 
is not recommended, because with such equipment it is impossible to carry 
out the all round idea of homemaking. However in communities where 
a very large number of girls must be instructed and where the classes are 
large the most satisfactory arrangement for the homemaking work has been 
found to be a plan which includes the following: 
a the flat or apartment 

b a room for clothing work 

c a room for foods work with group arrangement of tables and 
stoves or unit kitchens 

d a general room for instruction in personal hygiene and academic 
subjects. 



22 



The Homemaking Instruction as a Basis for Vocational Guidance Instruction 

One of the chief aims of part-time or continuation school work for 
employed boys and girls is vocational guidance. Properly adjusted 
vocational guidance instruction involves: 

a information relative to occupations 

b some participation in the practical work of the occupation for 
testing purposes and 

c placement of the individuals in occupations. 
In the list of the principal occupations in which girls and women were 
engaged in New York State in 1920 and 1910 are to be found the following: 

1920 1910 

1 Hairdressers, manicurists and barbers 5,080 5,049 

2 Dressmakers, seamstresses (not in 

factories 37,849 68,082 

3 Housekeepers and stewards 23,799 20,648 

4 Laundresses, not in laundries 20,574 32,465 

5 Midwives and nurses (not trained) 20,81 1 19,539 

6 Restaurant keepers 1.606 1,066 

7 Semi-skilled operatives, knitting mills 14,828 not available 

8 Semi-skilled operatives, shirt, collar and 

cuff factories 17,919 not available 

9 Semi-skilled operatives, shoe factories 8,734 5,460 

10 Semi-skilled operatives, suit, cloak, coat 

and overall factories 17,089 not available 

11 Servants and waiters 151,456 198,970 

12 Trained nurses 21,915 12,877 

The homemaking teacher in planning her work can include as a part of 
every lesson which involves practical work instruction in vocational guid- 
ance information. For example the following correlations might be made 
in connection with the topics suggested in the first homemaking course 
outlined in this book. 

Lesson topic : Vocational guidance as to the 

occupation of : 

The Hair Hairdressing 

Clothing Dressmaking; laundry work; knit- 

ting; shirt, collar and cuff making; 
shoemaking; suit, cloak, coat and 
overall making; tailoring; retail sel- 
ling of commercial clothing. 

Food Housekeeping and steward work: 

restaurant keeping; serving and 
waiting. 

Health Nursing 

A great many other vocational guidance topics could be tied up with the 
homemaking lesson topics. The above are a few which can easily be 
organized. 



23 

Time Allotments to Subjects 

The part-time school courses are for the most part organized on a four, 
six or eight hour per week basis. While it is common practice to make use 
of unit lesson plans for instructional purposes and consequently to dis- 
regard the question of how much time should be assigned to any particular 
subject still it is necessary to follow some general plan of distribution of 
time to be devoted to the various subjects. 

In most places where homemaking is offered as a separate course some 
such guiding principles as the following are observed as to the distribution 
of time devoted to subjects: 

a At least one-half of the time is devoted to practical work in the home- 
making subjects such as food, clothing, home decoration and household 
sanitation and management. 

b English is taught as a part of the course and usually occupies about 
one-eighth of the weekly attendance time. 

c Social science subjects such as American history, industrial history, 
civics and economics are given about one-eighth of the time. 
d Hygiene (and physical training) is given about one-eighth of the time. 
e Correlated mathematics occupies about one-eighth of the time. 

Vocational guidance which properly forms a part of the instruction 
given each week is introduced in the following ways: 

a As a correlated topic in connection with the practical homemaking work. 
If the lesson or lessons center around the topic, The Nails — Care and Mani- 
curing, the topic, Manicuring as an Occupation, can be introduced and 
taught. 

b Sometimes the vocational guidance information is worked out in the 
classes in the social science subjects. 
c As a subject for written or oral expression work in English. 

The following brief outline will indicate a number of such topics which 
can be so used. : 

Careers 

Food, that most common necessity of life, is the basis also of an uncom- 
monly long list of occupations open to the woman trained in home economics. 
Here is a list which is not complete because something new is being added 
all the time. 

Business 

Restaurants — Manager, $75 — $250 per month. 
Cafeteria— Manager, $1500— $2500 per year. 
Cafeteria— Assistant Manager, $900— $2000 per year. 
Lunch Rooms — Stores, factories, schools. 
Tea Rooms — Independent ownership. 
Canning and preserving home products. 
Candy and cake for private trade. 
Catering. 

• 

Government 

Research work in the chemistry of foods. 

Extension work, $700 — $2500 and traveling expenses. 



24 

Inspection of factories, $1200 and upward. 
Food inspecting. 

Institutional Management 

Hostess or housemother in institutions for girls. 

Department managers in hotels, hospitals, sanatoria schools, $50 — $150 
a month and living. 

Literary Work 

Articles in magazines. 
Newspaper work — special articles. 
Book reviews 
Editorial work. 

Religious Work 

Missionary work. 

Y. M. C. A. work. 

Manager of cafeteria, $1200— $1600. 

Visiting housekeeper, $1800— $2000. 

Scientific 

Research laboratory worker in commercial establishments. 

Advertising 

For factories manufacturing food products. 
Demonstration of food products. 

Social Work 

Community center work. 

Family social work. 

Visiting houskeeeper. 

Preventive work (through dietetics) in social work. 

Dietetics 

Hospitals, clubs, schools, other institutions, $60 — $200 per month and 
living. 

Education 

Teaching home economics in public and private schools and in religious and 
charitable institutions. 

Wherever and however introduced it is certain that no period of attend- 
ance should be permitted to go by without including a vocational guidance 
topic, particularly with the younger groups of part-time children who are 
attempting to find themselves vocationally. 



25 

Industrial Courses for Girls 

The organization of part-time industrial courses which will make possible 
the realization of the objectives set up for such courses for girls involves 
four steps: 

1 A survey of the organizations or establishments in which the girls are 
employed, together with the making of an organization chart which will 
show clearly the types of jobs in which girls of continuation school age are 
employed and the lines of promotion. 

2 An analysis of the jobs in which girls and women are employed. 

3 The making of courses of study which will cover, and in proper instruc- 
tional order, the facts and skills which are to be taught. 

4 The organization of unit lessons for teaching purposes, which teaching 
should be supplemented by the use of unit instruction sheets. 



The Survey 

' In the making of a survey of an industry the following plan should be 
followed : 

1 The executive officers of the plant to be surveyed should be visited and 
their interest and co-operation secured in the work of part-time education 
as well as their permission to make studies of the pay roll jobs in the plants. 

2 Contact should be established with the subordinate executives and the 
foremen in the plants and all the general data needed should be secured 
from them. 

3 The work of the workers in each pay roll job should be studied to find 
out (1) just what they do (2) just what they need to know to do their job 
and (3) just what the working conditions are and what supplementary 
information would be of value in organizing courses of study for them. 

The survey of the pottery industry made by the Federal Board for Voca- 
tional Education, for example, shows the following: 

1 Potteries visited 

2 Products manufactured 

3 Departments studied 

4 Pay roll jobs 

One of the departments of a pottery plant studied was the dipping room. 
The following summary shows the results of a study of the work of a dip- 
per or helper: 

1 Department — Dipping Room 

2 Name of pay roll job — dipper and helper 
Qualifications for Employment 

a Sex — Women and Men 

b Skill — Considerable 

c Educational and Mental 

Reading 

Writing 

Arithmetic 

Special knowledge 

Special skill 

General intelligence 

Reliability 

Experience 



26 

d Physical 

Light 

Active 

Strong 

Dextrous 

Good eyesight 

Health 
e Age at entrance — 20 

3 Work jobs 

a Bringing in 
b Dipping 
c Setting out 
d Setting stilts 
e Placing on bars 
/ Marking kiln 
g Marking rings 
h Buffing 

4 What the worker does: 

The ware is brought into the dipping room from the bisque cleaning 
room and underglaze decorating shop. Using thumb hoops for plates, 
diahes or saucers, the dipper picks up a dish, dips it in the glaze in a 
tub with flaring sides, the top of which is plenty high above the glaze, 
then holds it just above the surface and gives it one or two particular 
twists with the wrist that spreads the glaze evenly over the surface 
and throws off the excess against the sides of the tub. 

Cups are dipped without the thumb hoops using the thumb and two 
fingers. Cups dipped and twisted as above are set upside down on a 
screen. The helper picks them up and places them on a board. 

After dipping, the ware is set on a board and the helper sets stilts 
between plates and dishes. The helper puts filled boards on drying 
racks. Ware must be dried before going to the kiln. 

An order sheet comes in with each order for ware to be dipped. 
The boss dipper marks the kiln number on the order sheet when the 
ware is taken out of his room to the kiln. 

Kilns are numbered at the beginning of the year and in the order 
in which they are fired. 

Certain drying bars are reserved for ware to go to the kiln in different 
rings. The ware for each ring is marked by a certain colored tag on 
the boards. 

Cups and bowls have their bottoms buffed on a wheel after dipping 
to prevent sticking when set on the bottom of the saucer. 

5 What the worker must know: 

He must know that browns, blues and grays are fired in the third 
ring, green in the second ring and white in the first and fourth rings. 

He should know every design and size of ware made. He must 
know that too thick glaze will run down and crack and check near the 
center of the plate or dish. 
What should be taught the dipper is shown from the following outline 
or course of study: 

1 Manipulation — To dip the ware in glaze and to mark for placing in the 
kiln so that the worker can spread the glaze properly on any kind of ware, 
and to determine the ring in which it is to be fired. 

2 Auxiliary information 
a Trade terms 

Material — Names of all dioned ware made in the plant, glaze, 



27 



bisque ware, glazed, decorated ware. Factory names for different 
kinds of glazes where more than one kind of glaze is used, browns, 
blues, grays, greens, black and other colors of underglaze decoration. 
Machinery, tools, equipment — Truck, carrying board, thumb hook, 
glaze tub, drying bars, screen, stilt, kiln, buffing wheel, brushing 
machine. 

Operating— Top and bottom of kiln, 1, 2, 3, 4 inch rings in kiln 
bisque cleaning room. 

Special — Order sheet, cracking, checking, short of glaze, foot marked. 
b Stock. 

Recognition — Know the different kinds of ware in the factory. 

Working properties — Must know proper consistency of glaze to 

prevent checking and cracking in firing and yet give a good gloss. 

Regulate consistency of glaze either by weight per pint or by hydrometer 

c Care of tools and equipment — Keep boards, bars, dipping tubs, pails, 

screens, floors, all stocks, and materials in dipping room clean. 
d Safety. Keep from getting any dry glaze on tubs and boards so as to 
avoid lead poisoning (occupational danger). Avoid fumes from glaze 
in warm damp room. Hands should be thoroughly washed and 
clothes changed when through work. Oil and sawdust on floor to 
keep dust down. 
Mathematics 
a Count up to 100 

b Know numbers up to the maximum number of kilns fired in a year. 
c Count ware by dozen and fraction of dozen. 

Science 
a Substances used for decorating melt at different temperatures. 
b Colors having lower melting point, such as blue and gray, are fired 
where there is lower temperature, whereas green takes a little more 
heat and white ware most heat. Effect on colors of light and heavy 
coats of glaze. 



28 

Job Analysis Cards 

A number of plans are followed in the work of making job analyses. 
A simple but effective one which has been worked out and used during 
the past year is here reproduced. It is made up in the form of five cards, 
as follows: 

Card A — 1 lists points for a job inventory, pay, promotional 

possibilities, etc. 
Card p A — 2 lists points for job analysis 
Card^B — 1 lists auxiliary information necessary for a complete 

understanding of the job. 
CardjB — 2 lists technical knowledge actually required in job per- 
formance. 
Card C — 1 lists the relatable possibilities which correlate with the 
pupil's experience on the job. 

Job No 

GENERAL INFORMATION CONCERNING JOB OF 

1 .^ Job^Specifications (Requirements) 

a. Education (Grade Completed) 

b. Physical Requirements 

2. Community Importance (Estimated) A, B, C, D, E, F * 

3. Employment, Steady or Seasonal (Check One) Wage $. . Hrs. . . 

per week per week 
4.| Working Conditions: 

a. Hygiene, A, B, C, D, E * 

b. Moral, A, B, C, D, E * 

c. Occupational Dangers 



d. W T elfare Work Carried on by Employer 



5. Expectation: 

a. Job, Permanent 

b. Job, Temporary 

c. Promotional Possibilities 

6. Labor Legislation particularly applicable to Job, as: prohibit- 

ive employment, hours of labor, operation of machines, 
physical examination, etc. (See bulletin, New York 
State Labor Law, 1920) 



♦Remarks; A— 90-100; B— 80-90; C— 70-80; D— 60-70, etc.; Check 
one. 
(A-l) 

Cardf number one lists the points for the job inventory giving pay, pro- 
mo tional|possibili ties, working conditions and legal limitations affecting the 



29 




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33 

Methods of Teaching 

Instructional material should be organized in terms of unit lessons. The 
teaching should be (a) class instruction (b) group instruction and (c) 'indivi- 
dual instruction, and unit instruction sheets should be used to supplement 
the work of the teacher. 

Unit Instruction Sheets 

The theory and practice of organizing unit instruction sheets is contained 
in a separate monograph forming a part of this series for continuation 
school teachers. (See Unit Instruction Sheets and Individual Instruction 
in Vocational Classes, by R. H. Rodgers and Oakley Furney.) 

Division of Time 

The time of attendance of pupils registered in individual courses in part- 
time schools is customarily divided as to subjects in the following manner: 

1 practical industrial work such as shop work, drawing and design 

at least one-half of the time of weekly attendance. 

2 related mathematics at least one-eighth of the time. 

3 English at least one-eighth of the time. 

4 hygiene and safety at least one-eighth of the time. 

5 social science subjects such as American History, industrial history, 

civics and economics st least one-eighth of the time. 



Vocational Guidance 

Effective vocational guidance work is of three sorts (1) insrtuction in 
terms of vocational guidance information (2) try-out or testing work of 
practical character in school shops and under conditions similar to those 
found in industrial establishments (3) proper placement of pupils and (4) 
consistent follow up work. 

Instruction in terms of vocational guidance information may be given 
in a number of ways and at a variety of times as follows: 

1 in connection with the practical shop work 

2 as topics for written and oral discussion in English classes 

3 in connection with the instruction in the social sciences. 



Equipment for Industrial Courses for Girls 

If industrial courses are set up in part-time schools for the purpose of 
accomplishing the objectives determined upon for such courses certain 
guiding principals should be observed in the purchase of equipment. The 
following aje the most important: 

1 The equipment should be similar to that found in industrial es- 

tablishments. 

2 It should be installed with a view to actual production work. 

3 Modern safety devices should be purchased for every machine. 

4 Only general purpose machines should be purchased, that is speci- 

ality production work should be avoided. 



34 

A number of short equipment lists follow. These have been prepared 
with the advice of employers of girls of continuation school age and are 
considered suitable for the purposes of the work 

Power Machine Operating and Garment Making Equipment 
(for use by 15 girls) 

Items Names of Machines Estimated Cost 
15 — plain stitching machines 

Singer No. 95—10 @ $45 each $675 

5— folder machines @ $175 to $250 $1250 

2 — union special sleeving machines @ $210 each $420 

2 — union special filling machines @ $280 each $560 

1 — yoking machine @ $200 $200 

1 — button hole machine @ $300 $300 

Tables for 26 machines and 5 H. P. 

motor and transmission $500 



Equipment for Textile Work 

Knitting, Spinning, Weaving, 

Picking and Carding 
1 — 36 " automatic feeder attached to 1 — 40 " picker, single beater with 

evener motion 
1 — 40 revolving flat card 

1 — drawing frame, 5 or 6 deliveries, 12" cams with metallic rolls 
1 — combination slubber and intermediate, 11 " x 5J" or 10" x 5", 30to40 

spindles 
1 — spinning frame, combination warp and filling builder, 3" guage, 6" 

bobbins. 60 to 80 spindles 
1 — spooler, 30 to 40 spindles for 6" x 3" spools 
1 — warper, about 4000 ends. 
1 — Universal winder, 6 spindles, different winding attachment for each 

spindle. 
2 — automatic looms (plain and fancy) 
1 — Payne winder. 

2 — Scott and Williams knitting machines 
2 — Cooper Springs needle rib knitting machines 
1 — Eastman cutter 
6 — shears 

13 — power sewing machines mounted on tables (4 machines to each table) 
as follows: 

1 — Marrow edging machine 
3 — Wilcox and Gibs seamers 
3 — Union special seamers 
1 — facing machine 
1 — button staying machine 
1 — Marrow shell machine 
1 — Singer tacking machine 
1 — button sewing machine 
1 — button hole machine 
1 — Cutting table 
24 — Operators chairs 



35 

(The above equipment was particularly planned for use in Utica, N. Y., 
and is adopted to the demands of knitting, spinning, weaving, picking and 
carding work). 



Equipment for Teaching the Shoe Making Trades 

1 For lasting room 

bed last machine 
pulling over machine 
upper trimmer 

2 Bottoming room 

inseaming machine 
welt beating machine 
sole layer machine 
rough rounder machine 
Goodyear stitcher 
leveling machine 
seat nailer 

3 Making room 

heeling machine 

breast trimmer 

heel trimmer 

edge trimmer 

heel scouring machine 

edge cutter 

4 Finishing room 

bottom sander 
naumkeaging machine 
heel burnisher 

5 Stock fitting 

channelling machine 
shank reducing machine 
(Planned particularly to meet the needs of workers in the shoe trades 
in Auburn, N. Y.) 



Courses of Study in Industrial Work for Girls 

For the purpose of showing the richness and extent of industrial occupa- 
tions which are open to girls and of illustrating what may be taught in try- 
out or testing courses, preparatory courses and extension courses three 
outline courses are given here: 

1 Power machine operating and garment making. 

2 Textile work — knitting, spinning, weaving, picking and carding. 

3 The shoe making trades. 

These courses are based on a study and analysis of the trades. 



A Course of Study in 
Power Machine Operating and Garment Making 
1 The machine 



36 



a control of the machine — starting and stopping 

b care of the machine — oiling, dusting, cleaning 

c adjusting of parts — threading of machine, regulating tension, set- 
ting up needle, stitch regulating, care of bobbin 

d knowledge of standard machines 

e adjustments and use of attachments 
Plain operating processes (applied to simple garments) single and two 
needle machines 

a plain sewing (flat) — straight edges, one straight and one shaped. 

b felled seaming — by hand, through hemmer 

c length of cloth, straight hems on width of cloth, shaped hems as on 
bottom of skirts 

d short and long length stitching 
Garment making 

a pocket making — knowledge of parts, putting parts together 

b trimmings — collars, cuffs, pockets 

c sleeve making 

d sleeve setting 
Special courses 

a pocket making — flat, welt, piped 

b button sewing and button hole making (machine) 

c hand finishing — hand button holes and eyelets; embroidering, in- 
itial making 

d shirt making — pockets, yoking, front plaiting and facing, collars, 
and cuffs, ties, bosom making, pocket making, sleeve making, 
assembling parts, two needle seaming. 

e shirt waist making 

/ skirt making — seaming, hemming, facing, flounce making and setting 

g house dresses 



Outline of a Course of Study in Textile Work, Knitting, Spinning, Weaving, 

Picking and Carding. 

Knitting 

1 Plain knitting one and one cloth for cut to shape garments on plain 
latch needle body machine 

2 Latch needle, balbriggan, plain, web knitting for plain and fancy stripped 
in light weight underwear 

3 Rib cuff and border knitting on circular latch needle, rib border and 
cuff machinery 

4 Spring needle circular rib knitting 

Spinning 

1 Slubbers, first and second, intermediate, changing and fixing frames, 
operations 

2 Spinning frame methods of preparing yarn for twisting 

3 Size of rings and travelers for different counts of yarn 

Weaving 
1 Plain looms — construction and principal movements in weaving 



37 

2 Shedding methods and motions 

3 Timing cams. Varities of cams 

4 Picking motions and methods. Shuttles and boxes 

5 Protector motions. Reeds — let-off and take-up motions 

6 Filling stop motions. Temples, various makes 

7 Special features of various makes of looms 

8 Operation and fixing of looms 

Picking and Carding 

1 Cotton yarn machinery and sequence of processes 

2 Method and object of binding 

3 Pickers, automatic feeders, construction and operations 

4 Carding — setting arrangements, speeds 

5 Clothing, grinding, setting and stripping cards 

(The above outline is adapted to the needs of the knitting, spinning, 
weaving, picking and carding workers of Utica.) 



A Course of Study in the Shoe Trades 

Upper leather cutting 
Trimming cutting 
Linings 

Outsides, hand and machine 
Stock sorting 
Skiving 

Upper leather fitting — (girls only). 
Lining making and stamping 
Closing and staying 
Perforating, cementing and pressing 
Back stays, tip stitching, fancy stitching and binding 
Single needle work 
Facing 

Top stitching, closing on, turning and blocking 
Button hole operating, finishing, button sewing and eyeletting 
Vamping 

Barring and toe closing 
Table work 

Sole leather 
Channelling 
Making inner soles 

Sorting soles for size, weight and quality 
Demonstration teaching 

a rounding and cutting soles 

b cutting inner soles 

c rolling and splitting 

d pasting and trimming tops and spring heels 

e turning channels 

Lasting — demonstration teaching only of 

a welts — assembling, hand pulling and hand lasting 
b pulling over machine — use of 
c bed machine — use of 



38 

5 Making and finishing 
Welting 

Goodyear stitching 
Scouring, breasting and slugging 
To be taught by demonstration 
a rounding 
b bottom filling, welt beating, in seam trimming, tack pulling 

and setting, leveling, heel setting, nail and fudge wheeling 
c edge trimming and jointing 
d edge blocking and setting 
e nailing 
/ shaving 

g buffing and naumkeaging 
h tolling and finishing bottom and heels 
(The above was organized to meet the needs of the shoe trades of the City 
of Auburn, N. Y. and for boys and girls). 

Teaching English, Mathematics, Science, Hygiene and Social Sciences 

to Girls in Industrial and Homemaking Courses. 

While for the purpose of realizing the objectives set up for part-time 
school work the various courses have been denominated as industrial, 
commercial, homemaking or agricultural, and while such courses are con- 
ceived as being of a vocational character still a study of a typical school 
organization will reveal at once that the usual regular school subjects are 
given, that is that English, mathematics, science, hygiene and the social 
sciences such as American history, industrial history, civics and economics 
find a large place in the curriculum of these schools. However the materials 
and methods used in teaching such subjects are considerably different from 
these employed commonly in the grammar and high schools. 

It is clearly recognized by part-time school teachers that "all must learn 
to read and to write, to use figures wherever necessary in the ordinary 
affairs of life, and to know enough about history to appreciate the element 
of growth in civilization, enough of science to understand that it means a 
subsitution of real knowledge for mere "rule of thumb," enough of physiology 
and hygiene to appreciate the existence of natures' laws governing the health 
of the individual and of society and enough technical work to inspire an 
interest in the industrial activities by which the majority of humanity sup- 
ports itself. It is hard to conceive of attainment of genuine success in 
life, under present clay conditions, that is not built upon at least a rudimen- 
tary working knowledge of practically all of these educational elements. 
These are found in the school curriculum today as a result of the working 
of the law of the survival of the fittest. Because they are essential they 
have persisted." 

New methods are to be applied to the teaching of these subjects, methods 
based upon a sound psychology of learning, that of connecting up or cor- 
relating that which is to be taught with that which is of basic interest and 
greatest value to this group of employed children, the vocational training. 

"Learning is connecting," says Thorndike, "and man is the great learner 
because he forms so many connections. There are millions of them. They 
include connections with subtle abstract elements or aspects or constitu- 
ents of things and events, as well as with the concrete things and events 
themselves." 



39 

"Learning is connecting, and teaching is the arrangement of situations 
which will lead to desirable bonds and make them satisfying. A volume 
could well be written showing in detail just what bonds certain exercises 
in arithmetic, spelling, German, philosophy, and the like, certain customs 
and laws, certain moral and religious teachings, and certain occupations 
and amusements, tend to form in men of given original natures; or how 
certain desired bonds could economically be formed." 

The method of teaching the general subjects in the part-time school will 
be that of maintaining an intimate relation between (l)the practical indus- 
trial and homemaking work and (2) those other intellectual processes which 
in their expressions we classify and denominate as English, mathematics, 
science, social science and hygiene. For example the mathematics taught 
to a group of girls in a class in print transferring in the pottery industry 
will include the following: 

1 counting to 100 

2 counting one days work by printers' count 

3 centering a crest in a circle or other geometric figure (by eye) 

4 transfering location marks from one dish to a bung 

5 dividing a circle into as many as five segments by eye 

The science which should be taught the same group will include the 
following facts: 

1 water penetrates paper 

2 water softens paper 

3 water dissolves size 

4 pressure improves the bonding quality of size 

5 ink (the color) resists water 

The English will include oral and written expression based upon such 
reading as the chapter on The Pottery Industry from Elementary Industrial 
Arts by L. L. Winslow, or The Potter's Song from Karamos by Henry 
Wadsworth Longfellow. 

The following sections contain considerable helpful material relative to 
the organization and teaching of these general subjects in the part-time 
schools. 



Hygiene 

The purpose of teaching hygiene in the part-time school is to increase 
the occupational efficiency of the girl. It is obvious that any improvement 
in the physical condition of a young worker will certainly increase her effici- 
ency. Improper diet and infringement of the laws of physical life result 
in reduced energy and sickness. Children rarely have any adequate know- 
ledge of the effect which their modes of life have upon their health and 
strength. Any study or training which tends to improve the pupils' health 
will possess real vocational value. 

In the organization of instructional material care should be taken to es- 
tablish the proper contacts with the types of work or the vocations which 
are being taught or in which the children are engaged. Some of the topics 
which should be included in a course of study are: 

1 occupational dangers — dangers of catching hands in knives, danger 

from dust, danger to eyes when working on an emery wheel, 
danger due to failure to use guards, etc. 

2 occupational diseases 

3 food, clothing, rest, recreation 



40 

a food according to occupation and why 

b clothing according to occupation 

c avoidance of fatigue — "Statistics covering accidents in the 
factories of Illinois for a period of one year show that between 
the hours of 8 and 9 o'clock in the morning there were 120 
accidents, and that this number steadily and progressively 
increased until, during the hour between 11 o'clock and noon 
257 accidents were recorded. In the hour following the noon 
rest, or between one and two o'clock, there were 111 accidents, 
the number again increasing hour by hour until between four 
and five o'clock the maximum of 260 accidents was reached." 

4 physical condition in relation to the choice of occupation 

5 state laws relative to safety and hygiene in factories 

6 hygiene in the home 

7 community hygiene 

Social Science 

Such subjects as American history, industrial history civics and economics 
should be taught from the standpoint of social science. The objective 
should be the explanation of the industrial, economic and social situations 
which the girl finds herself in and some clear understanding of the historical 
development of these situations. The topics which might well be con- 
sidered in such a course are as follows: 

1 The modern industrial system 

a relationship of an employee to her employer 

b relationship of an employee to fellow workers 

c the modern factory and its advantages in a scheme of production 

d rewards of labor 

opportunity to work 

increased earning power 

leisure 

satisfaction 
e development of modern factory system 
/ development of modern system of free labor 
g necessity of management 

2 Some necessary economic facts 

a human wants — individual, community and industrial 

b satisfaction of economic wants 

c wealth and poverty 

d agencies of production — land, labor, capital, management 

e property 

/ the economic ideal 

3 Land 

a private ownership of land 

b how private ownership came' to be 

4 Capital 

a what capital is 
b the capitalist 
c capital and labor 

5 Political science — American 

a consttutional rights 

b how society governs itself 

c branches of government 



41 



d taxes a function of government 

e Federal customs 

/ development of political institutions 



Mathematics 



In the teaching of mathematics the teacher should organize instructional 
material which is intimately correlated with the jobs taught. The job 
analysis should reveal just what mathematics a worker needs to know in 
order to perform a specific job. The liner and gilder in the decorating 
department of a pottery must be able to: 

1 count by dozens up to one day's job. 

2 count by dozens using printer's count. 

3 measure widths of lines (by eye) to l/34th inch. 

4 measure space (by eye) to l/64th inch. 

5 test widths and distances with a rule. 

These various computations should be taught in connection with the 
jobs to which they apply or in the performance of which ability to do is 
necessary. 

Text books can not be used except for drill work as it is impossible to set 
up in any but a specially prepared book the work which should be taught. 

Nearly every topic presented in homemaking affords an opportunity for 
the teacher to present considerable in the way of arithemetical work. 

Another good field is that of account keeping, particularly as related to 
the expenditures of the family income. It will be possible to compute the 
amount which any family having a given income should spend on the various 
items of the budget. "Each item of the budget should be analyzed. For 
example in dealing with the expenditures for food the prices can be verified, 
the food cost for a week found and the cost for a year estimated. Such 
work is good arithmetic and good elementary economics and should help 
to convince the girls that arithmetic is something which is really useful 
in daily life." 



English 

English is generally recognized as one of the important subjects. The 
purposes which seem possible of realization and particularly appropriate 
for part-time pupils in the teaching of this subject are: 

1 ability to interpret the printed page. 

2 development of a genuine fondness for books. 

3 development of a desire to read as a means of recreation. 

4 development of the idea of the dependence of the civilized world 

on books 

5 development of the idea that ability to handle books will contribute 

to success. 

6 development of power of oral and written expression. 

7 development of aesthetic appreciation for literature. 

To induce reading it is necessary to first provide those books which the 
girls want and which they can read easily and quickly and then to introduce 
the works they should have. They should have access to a large and varied 
assortment of books and magazines and should be encouraged to devote 
time to outside reading. 



42 



A general outline of English work for part-time classes follows: 

1 Oral English 

a free discussion, in all classes 

b talking to the point — listing points and organizing material 

for one minute talks 
c corrective drills for misprounciations 
d vocabulary building 
e cultivation of variety of expression 
/ correcting "and" and "then" habits 
g formulating intelligent questions 
h oral application for position 

2 Reading 

a silent for content — how to study and to interpret orders; use 
of dictionary, reference works and newspapers. 

b for appreciation — exposing to library, listening to teacher, giv- 
ing fine quotations. 

3 Grammar 

a corrective drills for misused verbs, pronouns, adjectives, 

adverbs, prepositions 
b correction of vulgarisms 
c punctuation of written work 

d spelling trade terms and student's written vocabulary 
e little work in grammar 

4 Written English 

a copying or writing from dictation, note book material in all 

classes 
b filling out forms 
c business letters 
d friendly letters 
e written reports 

description — tools, processes, etc. 

exposition — simple directions, etc. 

narration — reports on shop work, etc. 



43 

A List of Helpful Books, Bulletins and Illustrative Material For Teachers 

of Homemaking and Industrial Subjects For 

Girls In Part-time Schools 

Homemaking Subjects 

Food 

Cooley and Spohr, Household Arts for Home and School, Vol. 1 and 2, 

Macmillan Co. 
Rose, Feeding the Family, Macmillan Co. 
Gillet, Dietetics for High Schools, Macmillan Co. 
Photographs of meals for children — small size, unmounted (18 cents each), 

Department of Agriculture, Washington, D. C. 
Washburn Crosby Co., Flour Exhibit, Minneapolis, Minn. 
Meat Charts, Wilson & Co., Chicago, 111.; Armour & Son, Chicago, 111. 
Food Charts, Langworthy, Division of Publication, U. S. Department of 

Agriculture, Washington, D. C. 
Clothing 

McGowan and Waite, Textiles and Clothing, Macmillan. 

Woolman, Clothing, Choice, Care and Cost, Lippincott. 

From Wool to Cotton, American Woolen Co., Boston, Mass. 

Baldt, Clothing for Women, Lippincott. 

Biglow, Good and Appropriate Dress Charts, Webb Publishing Co., 

St. Paul, Minn. 
Selection and Care of Clothing, Farmers Bulletin No. 1089, Department 

of Agriculture, Washington, D.C. 
Clothing for the Family, Bulletin No. 23, Division of Publications, 

Department of Agriculture, Washington, D. C. 
Home Furnishings and Decoration 

Bevier, The House, American School of Home Economics, Chicago, 111. 
Daniels, Furnishing a Modest Home, Atkinson, Mentzer Co., New York 

City. 
Home Furnishing, Extension Bulletin, Iowa State College, Ames, la. 
The Decorative Use of Flowers, Extension Bulletin, Cornell University, 

Ithaca, N. Y. 
Educational Pictures, Catalogue, Walter Lillie, Columbus, Ohio. 
Weaving New Baskets, Ladies Home Journal, Philadelphia, Pa. 
Pamphlet, The House Beautiful, Marshall Field Co., Chicago, 111. 
Photographs, Furniture, Metropolitan Museum, New York City, (20c 

each, unmounted). 
Sanitation — Child Care — Hygiene — Home Nursing 

American Red Cross Text Book on Elementary Hygiene and Home Care 

of Sick, Blackiston & Son, Philadelphia, Pa. 
Ritchie and Caldwell, Human Physiology, Primer of Hygiene and Primer 

of Sanitation, World Book Co., Yonkers, N. Y. 
Care of Children Series, Children's Bureau, United States Department 

of Labor, Washington, D. C. 
Tolman, Hygiene for the Worker, American Book Co. 
Stories for Young Children, also Training Little Children, United States 

Bureau of Education, Washington, D. C. 
Broadhurst, Home and Community Hygiene, Lippincott. 



44 

Management — Budgets 

Taber, Business of Household, Lippincott 

Hints on Home Laundrying; Approved Methods of Home Laundrying; 
Soap Exhibits, Proctor and Gamble, Cincinnati, Ohio. 

Balderson, Housewifery, Lippincott 

Planning the Home Kitchen, Cornell University, Bulletin No. 108. 

Home Laundrying, Farmers Bulletin No. 1099, Department of Agricul- 
ture, Washington, D. C. 

Thrift Lessons, Department of Agriculture, Washington, D. C. 

Abel, Successful Family Life on Moderate Income, Lippincott. 



Related Subjects 

Science — Civics — History 

Tarkington, My Country, Ginn and Co. 

Carpenter, How the World is Fed, How the World is Housed, How the 

World is Clothed, American Book Co. 
Leavitt and Brown, Elementary Social Science, Macmillan 
Trafton, Science of Home and Community, Macmillan 
Hughes, Community Civics, Allyn and Bacon 
Weed, Chemistry in Home, American Book Co. 
Tufts, The Real Business of Living, Henry Holt and Co. 
Zeigler and Jaquette, Our Community, John Winstown Co., Philadelphia, 

Pa. 
Arithmetic 

Roray, Industrial Arithmetic for Girls, Blakiston and Co., Philadelphia, 

Pa. 
Ball and West, Household Arithmetic, Lippincott 
Gardener and Murtland, Industrial Arithmetic for Vocational Schools, 

Heath and Co. 
Miscellaneous Problems for Textile Classes in Cotton Mill Arithmetic, 

Clemson College, Clemson, S. C. 
Design 

Izor — Costume Design and Home Planning, Atkinson, Mentzer Co., 

New York City. 
Industrial Art Text Book, — A. A. Barnes Co., New York City. 
English 

Curwood, The River's End. 

Alcott, Little Women, Little, Brown and Co., Boston, Mass. 

Jackson, Bits of Talk About Home Matters, Little, Brown and Co. 

Wiggins, Mother Carey's Chickens, Houghton, Mifflin Co. 

Earle, Home Life in Colonial Days, Crosset and Dunlap. 

Stoddard, Everyday English Writing, Macmillan. 

Coman, Industrial History of United States. 

Hawthorne, The Snow Image, also The Great Stone Face. 

VanDyke, The Keeper of the Light, Scribners. 

Dickens, The Christmas Carol. 

Fischer, The Bent Twig. 

Stevenson, The Child's Garden of Verses. 

Stearn, My Mother and I, also Manners 



45 

General Subjects 

Prevocational Education in the Public Schools, Leavitt and Brown, 

Houghton, Mifflin and Co. 
Filene, Careers For Women, Little Brown and Co. 
Adams, Women Professional Workers, Macmillan. 
Dickinson, Vocational Guidance for Girls, Rand, McNally Co. 
Hutchinson, Women's Wages, Longmans Green Co., 53 Fifth Ave., 

New York City. 
Bibilography on Vocational Guidance, Bulletin No. 66, Federal Board 

for Vocational Education, Washington, D. C. 
Braddy, Young Folk's Encyclopedia of Etiquette, Doubleday Page. 
The Home Project, Its Use in Home Making Education, Federal Board 

for Vocational Education, Washington, D. C. 
Ray and Ferguson, The Day Continuation School at W 7 ork, Longmans 

Green Co. 



Industrial Subjects 

United States Census, Bureau of the Census, Department of Commerce, 

Washington, D. C. 
Trade and Industrial Education for Girls and Women, Bulletin No. 58, 

Federal Board for Vocational Education, Washington, D. C. 
The Boot and Shoe Industry in Massachusetts as a Vocation for Women, 

Department of Labor, Bureau of Labor Statistics, Washington, D. C. 
A Survey and Analysis of the Pottery Industry, Federal Board for 

Vocational Education, Washington, D. C. 
Artificial Flower Makers, Mary Van Kleeck, Russel Sage Foundation 

Survey Association. 
Dressmaking as a Trade for Women, Bulletin No. 193, U. S. Bureau of 

Labor Statistics, Washington, D. C. 
Garment Making Industries, Cleo Murtland, Chamber of Commerce, 

Cincinnati, Ohio. 
Millinery as a Trade for Women, H. Perry, Longmans Green and Co., 

New York City. 
Vocations, for Girls, LaSalle and Wiley, Houghton Mifflin and Co. 
Women in the Bookbinding Trade, Mary Van Kleeck, Russel Sage 

Foundation. 
Elementary Industrial Arts, L. L. Winslow, Macmillan 
The Instructor, The Man and The Job, C. R. Allen, Lippincott. 
Prevocational Education in the Public Schools, Leavitt and Brown, 

Houghton, Mifflin and Co. 
Industrial Opportunities and Training for Women and Girls, Bulletin 

No. 13 Women's Bureau, United States Department of Labor, Wash- 
ington, D. C. 
Frudlow, The Young Wage Earner, Sedgwich and Jackson, London, Eng. 
Trade Foundations, Rodgers, Guy M. Jones Co., Indianapolis, Ind. 



